(Re)positioning assessment in higher education: the case of Geography in South Africa - PAD Beets

Using three recent publications on the state of Geography in higher education in South Africa, this article attempts to (re)introduce ideas focused on supporting quality learning and teaching. Quality learning and teaching require moving beyond assessment processes that are safe and predictable, that are fixed and non-negotiable, measurement-driven and framed in a lecturer-centred approach. While recognising the changing nature of society and that quality is a more complex concept than traditional assessment criteria can acknowledge, I am convinced that sustainable learning and teaching depend on a conceptual shift to develop and use assessment information in collaboration with students to guide current learning and teaching with the aim of self-regulation in future.
From: SAJHE 21 (4) 2007, pp. 577-584